- Complete this task and the ones that follow as a blog post in your ePortfolio. Gee’s two theorems (9-11) are controversial. Put each theorem in your own words. Why do you think they are controversial? (10-30 minutes)
Response: Gee’s first theorem states that different Discourses are extremely different from different languages. You can speak different languages without necessarily being fluent in them, however you can not be in a specific Discourse without being fluent. You are either a part of a Discourse or you are not. There is no in between, or gray area. If you are not fluent in a Discourse, you are deemed a pretender. Gee’s second theorem states that “primary Discourses are initial and contain only themselves” (Gee 10). Secondary Discourses can be built off your primary Discourse, but your primary Discourse do not change. These two theorems can be controversial. Many may argue against Gee’s first theorem because he states that without being fully fluent in a Discourse, you can’t be part of it at all. Some can counteract that statement by saying that it may take practice and being a part of a Discourse before being fully fluent to actually become fluent. It may be difficult to gain all aspects of a Discourse without actually being included in a Discourse. Gee’s second theorem may also be argued. Children who are adopted around the ages 5-12 already have a primary Discourse from either their broken home, or the orphanage they were staying at. However, when introduced to their new family, they are going to start to develop a new Discourse at their new home. Once they have adjusted to their new family, their Discourse at home may be very different from the Discourse in their previous living situation, and this new Discourse may take the place of their primary Discourse that they may never have to go back to again. This is just one example of how Gee’s second theorem may be argued.
- “‘Mushfake, resistance, and meta-knowledge: this seems to me like a good combination for successful students and successful social change” (Gee 13). To make sense of Gee, we must understand these three elements or concepts. What are they? Support your response with text. (10-30 minutes)
Response: Mushfake is the idea of “do[ing] with something less when the real thing is not available” (Gee 13), meaning that people should utilize the tools they have available to them, rather than dwelling on the things they don’t have. According to Gee, there are superficial features of language in schools and school activities that ensure that students are in the right place, at the right time. Resistance is the idea of overcoming that to be your own person, without letting these superficial features of language define you. Gee wants students to feel comfortable finding their own places within society. Lastly, Gee defines meta-knowledge as “liberation and power, because it leads to the ability to manipulate, analyze, to resist while advancing” (Gee 13). In other words, meta-knowledge is the ability to take on different forms of learning to enhance your overall knowledge of a subject.
- Identify at least one way that Cuddy’s ideas might offer tools that Gee recommends. Quote from both texts and to explain the relationships you see. Hint: Both explore pathways into communities we’re not yet in, what Gee calls Discourses. (10-30 minutes)
Response: In the middle of page 11, Gee introduces the idea of different Discourses connected to schools. He states, “these “middle-class mainstream” sorts of Discourses often carry with them power and prestige” (Gee 11), which relates to Cuddy’s idea of using power poses in school. She talks about how she pulled a student into her office and she felt as though she did not belong. The student was always quiet in class, many did not even notice she was there. Cuddy introduced her to power poses and a different way of thinking, and the student ultimately ended up performing in class much better than before. The power poses raised the students testosterone, and lowered her cortisol. Gee also mentions on page 11 that “these Discourses are used as “gates” to ensure that the “right” people get to the “right” places in our society…” (Gee 11), which also closely relates to Cuddy’s ideas. After Cuddy’s accident, she went back to college. After she graduated, she ended up at Princeton where she felt as though she did not belong. She had a different Discourse than the students there and had to readjust. Her advisor told her to do every talk she was ever asked to do “until you have this moment where you say, ‘Oh my gosh, I’m doing it. Like, I have become this. I am actually doing this.’” (Cuddy Paragraph 29). Basically, Cuddy did talk, after talk, after talk until she finally felt as though she had been fluent in that Discourse.
- Annotations
Gee Page 10
I attempted to come up with a definition for the word “tantamount” using clues within the reading.
Gee Page 11
The annotation in the left margin was my way of relating Gee’s ideas of fitting in to Cuddy’s story of not feeling as though she fit in.
The annotation in the right margin was also my way of relating Gee’s ideas to Cuddy’s. This annotation was about feeling powerful and confident in school, and how Cuddy’s power poses can help achieve that.
Gee Page 12
I was relating the underlined sentence to how it is relevant to society now. For example, technology use is much easier for younger generations than for older generations (for the most part). I also related it to society’s views on plastic in the ocean, as well as women’s rights.
